Need for cognitive closure may impede the effectiveness of epistemic belief instruction
Author(s) / Creator(s)
Rosman, Tom
Mayer, Anne-Kathrin
Peter, Johannes
Krampen, Günter
Abstract / Description
The present article examines the effects of need for cognitive closure on epistemic belief instruction efficacy. Individual differences in need for closure were assumed to interfere with the mechanisms postulated in Bendixen's (2002) process model of epistemic change and thus impede intervention effectiveness. A short-term epistemic belief intervention drawing on both the presentation of diverging (i.e., controversial) information and on constructivist teaching approaches (i.e., moderated discussion) was developed. Instruction primarily aimed at reducing absolute and multiplicistic beliefs in psychology freshmen. In a pretest-posttest field-experimental study, 83 psychology freshmen were randomly assigned to the intervention group or one of two control groups (learning strategies instruction group or untreated control group). As expected, epistemic belief intervention reduced both absolute and multiplicistic beliefs. With regard to multiplicistic beliefs, high need for closure significantly reduced instruction efficacy. Our findings thus highlight the crucial importance of considering individual differences in epistemic belief instruction.
Keyword(s)
Epistemic beliefs Absolutism Multiplicism Need for cognitive closure InstructionPersistent Identifier
Date of first publication
2019-03-19
Journal title
Learning and Individual Differences
Volume
49
Page numbers
406-413
Publisher
Elsevier
Publication status
acceptedVersion
Review status
peerReviewed
Is version of
Citation
Rosman, T., Mayer, A.-K., Peter, J., & Krampen, G. (2019). Need for cognitive closure may impede the effectiveness of epistemic belief instruction. Elsevier. https://doi.org/10.23668/psycharchives.2378
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2016_Rosman_L&ID_NCC_impedes_EB_instruction_efficacy.pdfAdobe PDF - 383.98KBMD5: 7dfe67b5f799c53084048d50c8694bb8Description: Post-Print
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Author(s) / Creator(s)Rosman, Tom
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Author(s) / Creator(s)Mayer, Anne-Kathrin
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Author(s) / Creator(s)Peter, Johannes
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Author(s) / Creator(s)Krampen, Günter
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PsychArchives acquisition timestamp2019-03-19T13:42:30Z
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Made available on2019-03-19T13:42:30Z
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Date of first publication2019-03-19
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Abstract / DescriptionThe present article examines the effects of need for cognitive closure on epistemic belief instruction efficacy. Individual differences in need for closure were assumed to interfere with the mechanisms postulated in Bendixen's (2002) process model of epistemic change and thus impede intervention effectiveness. A short-term epistemic belief intervention drawing on both the presentation of diverging (i.e., controversial) information and on constructivist teaching approaches (i.e., moderated discussion) was developed. Instruction primarily aimed at reducing absolute and multiplicistic beliefs in psychology freshmen. In a pretest-posttest field-experimental study, 83 psychology freshmen were randomly assigned to the intervention group or one of two control groups (learning strategies instruction group or untreated control group). As expected, epistemic belief intervention reduced both absolute and multiplicistic beliefs. With regard to multiplicistic beliefs, high need for closure significantly reduced instruction efficacy. Our findings thus highlight the crucial importance of considering individual differences in epistemic belief instruction.en_US
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Publication statusacceptedVersion
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Review statuspeerReviewed
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CitationRosman, T., Mayer, A.-K., Peter, J., & Krampen, G. (2019). Need for cognitive closure may impede the effectiveness of epistemic belief instruction. Elsevier. https://doi.org/10.23668/psycharchives.2378en
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ISSN1041-6080
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/2010
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2378
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Language of contentengen_US
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PublisherElsevieren_US
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Is version ofhttps://doi.org/10.1016/j.lindif.2016.05.017
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Keyword(s)Epistemic beliefsen_US
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Keyword(s)Absolutismen_US
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Keyword(s)Multiplicismen_US
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Keyword(s)Need for cognitive closureen_US
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Keyword(s)Instructionen_US
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Dewey Decimal Classification number(s)150
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TitleNeed for cognitive closure may impede the effectiveness of epistemic belief instructionen_US
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DRO typearticleen_US
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Leibniz institute name(s) / abbreviation(s)ZPID
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Journal titleLearning and Individual Differences
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Page numbers406-413
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Volume49
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Visible tag(s)Accepted Manuscript